Abstract [en]

A prerequisite for the teaching of physics is that the teacher realizes the importance of theoretical models in Physics, and their role in the interplay between Physics and the real world. The intention and strength of physics is to describe and predict real phenomena by organizing explanations through theories and theoretical models. In the scientific research process, empirical and theoretical work is intertwined leading to (re)construction of theories and theoretical models. The formation of these is an interactive process of discussions, experiments and observations made within the science community. However, from a Nature of Science (NOS) perspective, it is known that different emphases are possible on how these processes could be described, which adds to the complexity.

The presented project uses a semantic view of theoretical models (Adúriz-Bravo, 2012; Koponen, 2007 and references therein to Develaki, 2007; Giere, 1997; Suppe, 2000; van Fraassen, 1980), where theoretical models are viewed to form families or classes linking theories with experiments and practices, and where the focus is on the explanatory powers of the theoretical models. The relation between a theoretical model and real world phenomena, is in many ways complex, and observations and experiments are by necessity embedded in theory and therefore “Theory laden” (Hanson, 1958). Furthermore, theoretical models used in explanations are conjured up – depending on the context – as the explanation starts, and students uses of theoretical models in explanations are often context dependent (Redfors & Ryder, 2001).

We have developed and implemented a model-based science course in pre-service primary teacher education in Sweden. The author was one of the teachers and it was a student-centered approach. The Swedish teacher education for middle school is 4 years long and comprises theoretical studies of 1) general studies of teaching and learning, 2) the different school subjects and 3) practice teaching. The science course was based on the idea of contrastive teaching (Schecker & Niedderer, 1996; Redfors, 2008). The course had interactive lectures and lab-work, but alongside these, the students worked in groups with a teaching and learning project, where they developed, and during practice teaching implemented and evaluated a teaching sequence.

The purpose of this project is to study the model-based teaching and the collaborative inquiry learning of physics. A special focus is to investigate the teaching and learning processes coupled to the project work, with a special focus to effects of scaffolding by ICT.

Preliminary results indicate that after completion of the course it seemed that student learning was helped by the project work they did alongside the lectures and labs. The project gave students opportunities to engage and expand into areas chosen by them. The project became a way to directly apply and develop new knowledge and it helped students to use knowledge in new contexts.

We conclude that there are good reasons for student teachers to be given the opportunity to discuss in groups and challenge peer ideas in a project, especially when the project involves classroom teaching. The project work needs to be closely interrelated with the course content, and explicit use of the theoretical models presented in the course should be required. Also of importance is that students get to define or expand on the project tasks themselves.

Abstract [en]

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

Abstract [en]

This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis gave that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ response were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed.

Abstract [en]

This chapter discusses a framework for analysing the role of mathematics during physics lessons in upper-secondary school. It takes as a starting point that relations made during physics lessons between Reality, Theoretical models and Mathematics are of the outmost importance. The framework was developed to analyse the communication during physics lessons. It was developed during a pilot study exploring the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). In the overall project observations have been made in three physics classes (in total 7 lessons) led by one teacher. Here the developed analytical framework is described together with selected results from one class (3 lessons) showing how the framework could be used. This chapter describes and discusses the uses of the framework and shows how results on students and teachers usages of links between the three entities Reality, Theoretical models and Mathematics can be brought to the forefront in an analysis of complex physics teaching situations. And, how the framework can be used to analyse the different organisational forms: lectures, problem solving in groups and labwork.

Abstract [en]

Develop knowledge about different ways students experience Science in preschool, before and after a onesemestercourse with science content in preschool teacher education. The current national curriculum entails179discussions about pedagogical consequences for preschool and preschool teacher education. Aims for emergentscience, children as 'beings' or 'becomings' (Qvortrup et al. 1994, Eshach, 2006, Fleer, 2013), and teachercompetencies need to be problematized (Roychoudhury, 2012, Sundberg & Ottander, 2013). The theoreticalframework is based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997,Pramling Samuelsson & Asplund Carlsson, 2008). A questionnaire has been distributed (pre/post) a courseincluding science and practice teaching, in preschool teacher education. A phenomenographic analysis of 107student responses revealing qualitatively different ways of experiencing is analysed for individual shifts. Theresearch adheres to the ethical guidelines of the Swedish Research Council. All participants are informed andagree to voluntary and anonymous participation with right to abandon participation. Many students saw scienceas biology/nature and several did not adjust even though chemistry and physics were taught. Few students werenegative towards science, none after the course. Most students described what and why perspectives, but fewdeveloped a synthesised view. Both teacher and child centred perspectives were used, use of a compositeperspective increased in the post-test. The importance of establishing, and explicitly addressing, studentteachers' experiences of science, and traditions of early childhood education. An inclusive discussion ofpreschool teachers' experiences and the benefits of connecting science teaching in pre-service education torealities in preschools.

Abstract [en]

To develop knowledge about how science is communicated by the teachers in the preschool context, specificallyteachers' communication about science while planning the intended object of learning. Preschool teachers'attitudes and perceptions of the mission, and what the child in preschool should and can learn, is of outmostimportance for work with science, but also preschool teachers' knowledge of both science and science education(Eshach & Fried, 2005; Fleer, 2009; Thulin, 2011). However, the mission is manifold and further investigations ofhow different aspects come into play when planning science activities are needed. The theoretical framework isprimarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997; PramlingSamuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to develop andimplement viable practices concerning science activities with a focus on communication. Video and audio areused to collect data. The research adheres to the ethical guidelines of the Swedish Research Council. Allparticipants and children's caregivers are informed and agree to voluntary and anonymous participation with aright to abandon participation. The video-data collection of teachers planning consecutive activities withchildren focusing the intended object of learning (forces and motion) is on-going. Initially, the teachers tend tofocus prerequisites and other aspects of their mission, the relation to the object of learning will be problematizedduring the symposium. The importance of content specific and educational knowledge, and teachers'experiences of their mission is stressed. The significance and complexity of this intertwined perspectives arediscussed.

Abstract [en]

To extend current understanding of how emerging technologies, i.e tablets, can be used in pre-schools to support collaborative learning of real-life science phenomena.

Relationship to previous research works

We continue our study of the potential of tablets as scaffolds in collaborative inquiry-based science

learning in preschools. We investigate the role of Timelapse photography and Slowmation production in scaffolding communication and learning during work with light and shadow. The teaching attempts to synthesise the two domains defined by Eshach (2006) for children´s science learning: content and

Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia with the realities of educational practice, to foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used.

Ethical Considerations

The research will adhere to the ethical guidelines of the Swedish Research Council. All participants and children’s caregivers are informed and agree to voluntary and anonymous participation with a right to abandon participation.

Main finding or discussion

In this paper we report on an on-going project where children investigate light and shadow by constructing, discussing, formulating and using explanatory models during work with time-lapse and Slowmations. (Fridberg et al. 2016).

Implications, practice or policy

The potential of teachers, students and researchers jointly developing, enacting and evaluating learning processes supported by ubiquitous technologies in pre-school will be discussed. Slowmation production focus explanatory models of science experiences and elicits critical aspects of the learning object.